first-generation student supportulsymposium.gmu.edu/wp-content/uploads/2018/11/firstgen.pdf ·...
TRANSCRIPT
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FIRST-GENERATION STUDENT SUPPORT
Office of Diversity, Inclusion and Multicultural Education
Teejay Brown Walter ParrishEbadullah EbadiMontrel TennesseeJanuary 2014
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Learning Outcomes
Participants will:
Understand some of the unique challenges and/or barriers that first-generation students face in transitioning into four-year institutions in the U.S.
Understand how you might play a role in the academic achievement, sense of belonging, holistic development, and retention of first-generation students at Mason.
Increase your knowledge of campus resources and networks of support for first-generation college students.
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Who are “first-generation” college students?
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According to ODIME, a first-generation student is defined as a student whose parents:
Did not receive or complete any level post-secondary education
Enrolled at or earned a two-year degree from a community college, and/or
Earned any level of post-secondary education outside of the U.S.
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Why is it important to discuss “first-generation” college students?
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Represent almost a third of the national undergraduate population (U.S. Dept of Education)2
First-generation students at a glance: More likely to come from lower income
backgrounds4; 5; 7; 9 and historically underrepresented racial/ethnic groups6; 7, and speak a language other than English at home7
More likely to be financially independent2; 5
Generally work more hours per week2
Rely more heavily on federal Pell grants2
Not always easy to identify2
“Think of first-generation students as pioneers, not problems.”– The Chronicle of Higher Education, November 2012
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Barriers and Obstacles
Tend to be less informed2; 4; 7; 8
Other concerns/responsibilities2
Work
Family
Tend to live off campus2
More likely to perceive college as a means to an end: get a job2
Less engaged with faculty members and staff2
May not know about resources2
More likely to have value interdependence(U.S. colleges tend to value independence)8; 9
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Academic and Social Support1
Emotional Support: counseling, mentoring Instrumental support: tutoring, workshops
(resources, study skills, financial literacy), summer transition programs, need based financial aid, fee waivers
Informational support: orientation, academic advising, career exploration, financial aid counseling
Appraisal support: monitoring and assessing student progress, midterm grades, career assessments, self-discovery inventories
Structural support: culturally relevant practices, learning centers, first-year college programs, learning communities
**These should not be viewed separately, they are on a continuum.
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Persistence and Retention
More likely to be part-time students2; 3
More likely to work full-time2; 3
Completion rate tends to be longer than their peers2; 3
Four times more likely to leave college after first year2; 3
Socioeconomics status is a factor: 43% of low-income, first-generation students failed to complete college after six years2; 3
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Today’s Resources
Resources have broadened considerably2
After school college nights
Admissions process weekend programs (“College Goal Sunday”)
Websites are more helpful (e.g., U.S. Dept. of Education)
College Access Programs (e.g. EIP, TRIO)
Summer Bridge Programs (e.g., STEP)
Financial literacy seminars
Living Learning Communities
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Peer Institutions At A Glance
*Information obtained from www.ImFirst.org
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Boston University
Pre-College Prep & Outreach COACH (College Opportunity and Career Help)
This Boston University program supports Boston public school juniors and seniors as they form post secondary plans.
Pre-College Summer Experience Summer Pathways
FREE one-week, residential summer program for female high school students interested in science and engineering.
Scholarship & Financial Aid National Hispanic Recognition Program
Boston University awards a four-year, $20,000 tuition scholarship to National Hispanic Recognition Program finalists with exceptional high school academic records.
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George Washington University
Pre-College Prep & Outreach GW Pre-College Program
A six-week Pre-College Program offers 11th graders the opportunity to live on campus, take classes offered by the faculty and to earn credits and to explore Washington, D.C.
Scholarship & Financial Aid Need-Based Scholarship and Grant Aid
The University has initiated a fixed tuition plan for the duration of students’ undergraduate studies and a tuition grant for up to ten consecutive semesters.
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Northeastern University
16% of undergraduates are first-generation
Scholarship & Financial Aid Torch Scholars Program
Torch Scholars receive full tuition, fees, and room and board, as well as significant personal and academic support throughout their undergraduate careers.
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University of Florida
Pre-College Prep & Outreach College Reach Out Program
Its primary objective is to strengthen the educational motivation and preparation of low-income and educationally disadvantaged students in grades 6-12.
Pre-College Prep & Outreach Student Science Training Program
The SSTP is a 7-week residential research program for selected rising juniors and seniors who are considering medicine, math, computer science, or engineering careers. The program emphasis is research participation.
Pre-College Prep & Outreach Student Recruitment Conference
This conference provides the opportunity for 7th through 11th graders and their parents to learn more about admission requirements, student life at UF, leadership development opportunities, community resources and mentoring.
Scholarship & Financial Aid Florida Opportunity Scholars Program
Scholarship covers tuition and books, as well as living expenses after any family contributions (EFC) are made. The goal is for students to earn a bachelor’s degree and graduate without student loans.
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Office of Diversity, Inclusion and Multicultural Education (ODIME)
Student Transition Empowerment Program
Study Halls
Resource rooms
Campus partnerships (e.g. Learning Services)
Early Identification Program
Office of Student Financial Aid: Liz Carter
Office of Student Involvement
Resources and Networks of Support at Mason
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STEP At-A-Glance
107 active (102 undergraduate)
72% speak a language other than English
85% are from Northern Virginia
56% qualified for free or reduced lunch in high school
GPAs: Cumulative for all STEP students: 3.21 (undergrad)
Summer GPAs by Year:o 2010: 3.52
o 2011: 3.45
o 2012: 3.44
o 2013: 3.85Data as of summer 2013
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STEP Demographics
0
10
20
30
40
50
60
2010 2011 2012 2013
Perc
enta
ge o
f St
uden
ts
STEP Year
Enrollment by Ethnicity: 2010 - 2013
American Indian/ AlaskanNative/Indigenous
Asian/Pacific Islander
Black/African Heritage/ African
Hispanic/ Latino(a)
Middle/Near Eastern/ South Asian
Multiracial
White/ European
0
2
4
6
8
10
12
14
16
18
2010 2011 2012 2013
Num
ber o
f St
uden
ts
STEP Year
Male
Female
Gender (overall):Male: 40.63%Female: 59.38%
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Pending Programs and Initiatives
1,628 first-generation were admitted to Mason in fall 2013
498 of those student enrolled
STEP: 26 students; EIP: 33 students (5 overlap) = serving 10.8% of first-year first-generation students
First-Generation Living Learning Community
First-Generation Registered Student Organization Task Force
STEP: transitions programs
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Implications for University Life
Design intentional initiatives and strategies to support students at all levels
Consider how your office or department provides services (e.g. ODIME extended hours)
Culture/environment of offices and departments
Cultural Competency (e.g. Inclusive Learning Community Series)
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Support from University Life
Participate in workshops for STEP, LLC, RSO, EIP
Be aware of biases and assumptions
Consider the academic and social support model
Recommend student leaders as:
STEP Mentors
Academic Mentors for EIP
Mentors for identity-based student organizations
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What were some of your fears or concerns about attending college at Mason?
What are some unique skills, attributes, and/or talents you bring to Mason as a first-generation college student?
Why have you stayed at Mason?
Student Questions
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Questions??
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References
1. Coles, A., Jager-Human, J., & Savitz-Romer, M. (2009). Removing roadblocks to rigor: Linking academic and social supports to ensure college readiness and success. Pathways to College Network. Washington, DC: Institute for Higher Education Policy.
2. Cunningham, A., Cooper, M. A., Leegwater, L., & Smith, E. (2012, September). Supporting first-generation college students through classroom-based practices (Issue Brief). Washington, DC: Institute for Higher Education Policy.
3. Engle, J. & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: The Pell Institute for the Study of Opportunity in Education.
4. Jenkins, S. R., Belanger, A., Londoño Connally, M., Boals, A., & Durón, K. M. (2013). First-generation undergraduate students’ social support, depression, and life satisfaction. Journal of College Counseling, 16, 129-142. doi: 10.1002/j.2161-1882.2013.00032.x
5. Kurotsuchi Inkelas, K., Daver Z. E., Vogt, K. E., & Leonard Brown, J. (2007). Living-learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48, 403-434. doi: 10.1007/s11162-006-9031-6
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References
6. Pieterse, A. L., Carter, R. T., Evans, S. A., & Walter, R. A. (2010). An exploratory examination of the associations among racial and ethnic discrimination, racial climate, and trauma-related symptoms in a college student population. Journal of Counseling Psychology, 57, 255-263. doi: 10.1037/a0020040
7. Ramos-Sánchez, L. & Nichols, L. (2007). Self-efficacy of first-generation and non-first-generation college students: The relationship with academic performance and college adjustment. Journal of College Counseling, 10, 6-18.
8. Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178-1197. doi: 10.1037/a0027143
9. Williams, W. M., Karahalios, V. S., & Ferrari, J. R. (2012). First-generation college students and U.S. citizens: Is the university perceived like family or strangers? Journal of Prevention & Intervention in the Community, 41, 45-54. doi: 10.1080/10852352.2012.719798